Teaching Philosophy
As an art educator, my philosophy revolves around empowering students by building important and transferable skills as well as promoting a diverse and inclusive classroom. I believe that art education goes beyond teaching technical skills; it is a platform for fostering creativity, cultural understanding, and social awareness.
One of the foundational principles of my teaching philosophy is the integration of skills that can be applied outside of the art room. I emphasize hands-on learning experiences that encourage students to problem-solve, collaborate, and think innovatively. I want students to engage in projects that require them to research, plan, and execute artistic ideas, which create transferable skills such as critical thinking, communication, and adaptability that are valuable across various disciplines and real-life situations.
Creating a classroom environment that prioritizes representation and inclusivity is another crucial aspect of my teaching philosophy. I believe in the power of education to promote diversity and foster a sense of belonging for all students. In my classroom, I aim to celebrate cultural diversity, incorporate diverse artists and perspectives into the curriculum, and provide opportunities for students to share their unique stories and identities through art.
In summary, I aspire to create a dynamic learning environment that equips students with the skills, knowledge, and values needed to thrive as creative, informed, and socially responsible individuals.
ALTER EGOS
Inspired by art from Takashi Murakami
Inspired by art from Takashi Murakami
4th and 5th grade are complex times as a child. You’re growing too old for elementary and are beginning to transition into junior high, and along with that transition, children are often just starting to discover themselves. Discussing alter egos further builds on that conversation, causing students to tap into their hidden identities. Do they act differently around their parents than they do with their friends? Do they act differently in their rooms compared to in school? Why is that? Is their alter ego still a part of their personality?
For 2-3 days, students will learn about the Japanese contemporary artist Takashi Murakami, specifically his alter ego Mr. DOB. They will then channel their own hidden identities, brainstorm and plan out the characteristics of their own alter ego, and ultimately draw out their own alter ego inspired by Murakami’s colorful and vibrant cartoonish style. Murakami ties this idea of alter egos/ hidden identities with fun visuals, allowing students to discover fun and colorful contemporary art that aligns with their interests.
STUDENT WORK
CHALLENGING TRADITIONS
Inspired by art from Alondra Cruz, Roberto Lugo, and Yvette Mayorga
Inspired by art from Alondra Cruz, Roberto Lugo, and Yvette Mayorga
Art history has historically been centered around male artists in Europe, resulting in the exclusion of groups of people who have equally as significant contributions to art. Contemporary artists insert themselves into the narrative by creating work surrounding issues they or their communities struggle with. They assert themselves into spaces where historically they have been rejected and gain back power. The specific artists in this lesson, Alondra Cruz, Roberto Lugo, and Yvette Mayorga have similar approaches. They take historical techniques or aesthetics, like the French rococo or 19th-century European pottery, and apply imagery from popular culture that they experienced as Latinos in the United States. Through this, they are reclaiming art and art history to include themselves and their communities.
For 3-4 weeks, students will be challenged to create a 6-8 inch clay sculpture using any technique they have learned throughout the year. They will choose an object that is special to them and combine it with the aesthetics of an art movement in history, and create a space for themselves as artists.
STUDENT WORK
